In partnership with the School of Arts Education & Movement, Institute of Education, DCU, the Society for Music Education in Ireland is delighted to host a public seminar by Professor Randall Everett Allsup (Teachers College Columbia University, New York).
It takes place on Thursday 23rd of March, at 7pm in Room G114 – The Heaney Theatre, Cregan Library, St Patrick’s Campus (Drumcondra), Institute of Education, Dublin City University.
All welcome. The seminar is free however registration is essential. To register, please click here.
Randall Everett Allsup, Ed.D. is Associate Professor of Music and Music Education at Teachers College Columbia University in the City of New York. He holds a dual appointment as Professor of Music Education at the Arts College of Xiamen University, Xiamen City, Fujian Province, China. Randall earned degrees in music performance and music education from Northwestern University and Columbia University. His doctoral thesis, Crossing Over: Mutual Learning and Democratic Action in Instrumental Music Education was awarded “Outstanding Dissertation of the Year” by the Council on Research in Music Education. In 2009, he was awarded a Fulbright grant to teach and conduct research at the Sibelius Academy, Helsinki, Finland. Randall is the recipient of the Outstanding Teaching Award at Teachers College.
With over 50 research publications and a book from Indiana University Press (2016) titled Remixing the classroom: Toward an open philosophy of music education, Randall has served on the editorial board of top tier journals such as the Bulletin of the Council for Research in Music Education, Journal of Research in Music Education, Music Educators Journal, Music Education Research, Philosophy of Music Education Review, and Research Studies in Music Education. He is past chair of the International Society for the Philosophy of Music Education (ISPME) and the Philosophy Special Research Interest Group (SRIG) of the Music Education Research Council. Randall is the proud sponsor of 23 dissertations at Teachers College.
Randall grew up among the cornfields of central Illinois, outside of Kankakee, and was the first in his family to graduate from college. Armed with a Pell grant and plenty of student loans, he attended Northwestern University as a saxophone major, studying with the legendary Fred Hemke, and later with Jean-Marie Londeix at the Bordeaux Conservatory, France. Randall’s interests in issues surrounding social justice and democracy were sharpened by coursework with Maxine Greene at Teachers College and his work in schools in under-resourced neighborhoods of New York City, teaching music at Cardinal Hayes High School in the South Bronx and through the Our Children’s Foundation in west Harlem. In 2006, Randall hosted and organized the first-ever “International Conference on Music Education, Equity, and Social Justice” at Teachers College. Today, he remains a passionate advocate of the transformative affects of public schooling and arts education.
Randall writes about the challenges of reconceptualizing music pedagogy, with a special interest instrumental and popular music. His teaching and scholarship is shaped by great thinkers like Maxine Greene, Paulo Freire, and John Dewey. His articles appear in Bulletin of the Council for Research in Music Education; Philosophy of Music Education Review; Theory into Practice; Music Education Research; Music Educators Journal; Bluegrass Music News; School Music News; Visions of Research in Music Education; Teaching Music; Action, Criticism, and Theory for Music Education; Nordic Research in Music Education; Finnish Journal of Music Education; British Journal of Music Education; and Journal of Research in Music Education.
Further details about Professor Allsup can be found on his website.
Latest publication: Allsup, R. E. (2016) Remixing the classroom: Toward an open philosophy of music education. Bloomington: Indiana University Press.
In a delightfully self-conscious philosophical “mashup,” Randall Everett Allsup provides alternatives for the traditional master-apprentice teaching model that has characterized music education. By providing examples across the arts and humanities, Randall promotes a vision of education that is open, changing, and adventurous at heart. He contends that the imperative of growth at the core of all teaching and learning relationships is made richer, the less certain, when it is fused with a students self-initiated quest. In this way, the formal study of music turns from an education in teacher-directed craft and moves into much larger and more complicated fields of exploration. Through vivid stories and evocative prose, Randall advocates for an open, quest-driven teaching model that has repercussions for music education and the humanities more generally.
“ . . . Like my students, I am much more than you can see, and more than I can tell you. I am a text, like my fellow students, like our classroom community. We are the Chimera, a monstrous and beautiful assemblage, moving, like the music we make, in between, within, and outside labels. In this sense, I see my students as unfinished and ongoing, as well. I have given up asking them very much about themselves at the beginning of the year. If there is something I need to know, I will ask. If there is something they wish to share, they will do so. I want to look beyond what I can see. I want to hear new frequencies. I trust in ongoing revelation. This is why questions are so important. They create new beginnings, and new beginnings create new selves (p. 105).”
“ . . . To teach in a way that renews openness, from encounter to encounter, from classroom to classroom, is to forgo conclusions. Its ineffable promise is the pleasure and peril of renewal (141).”
Event Organiser: Dr Marie-Louise Bowe, Dublin City University.